We investigated the effect of Science Writing Heuristic (SWH) on elementary students` concept formation and their retention. Also we explored the interaction effect of those with scientific attitudes. We developed mirrors/lenses lessons incorporating SWH. An experimental group of fifth grade students (n

The first category of Affective Domain objectives in Bloom`s Taxonomy is about "Receiving". In it, the first subdivision listed is "Awareness" (Krathwohl, Bloom & Masia, 1964). Since these categories are intended to be hierarchical in ascending order of internalization, it is important that young learners be given ample opportunities in their learning experiences in class to be aware of positive values and effective life skills. This paper reports a feasibility study on the adoption of an integrative cognitive-affective learning approach in a primary school science lesson. 37 primary six students in a Singapore primary school were taught the concept of centre of gravity, including a hands-on activity to find the centre of gravity of an irregularly shaped cardboard by using a plumbline. After reviewing how a plumbline works, their teacher then led them into a discussion on the question "Who is the plumbline in your life?" a reference to identifying positive role models in their lives. From the transcript of the students` in-class sharing and their written responses to the question, it is clear that the integrative cognitive-affective learning approach did enable students to present their ideas and learning experiences in the affective domain quite readily. This conclusion provides a valuable lead to a follow-up project on whether students who are exposed to such integrative learning approaches will be more capable and more aware of identifying important positive social habits or values. If so, then the teaching of values in schools could take on a whole new dimension, that of borrowing students` learning energy in the cognitive domain to learn values and life skills in the affective domain.

Concepts of science have been developed by occupying `ecological niche` within conceptual ecology. The ecological niche is determined from the mutual effect between intellectual environmental of the learner and new concept, which few studies have been conducted. This study examined how the ecological niche of the concept of photosynthesis in grade is changed by instruction. The ecological niche was analyzed using 2 methods: (1) the change in the diversity of concepts, and (2) the change in the proximity of concepts based on the frequency and the relativeness score of the concepts. The concept of photosynthesis was analyzed in the 4 domains in the place of photosynthesis, products of photosynthesis, reactants of photosynthesis, and environmental factors. The results of this study are as follows: (1) reduced diversity of concepts, (2) increased frequency and relativeness score of the scientific concepts, and (3) increased proximity of the scientific concepts by instruction. With these results, the mutual effects of the concepts within the conceptual ecology have become active by class to differentiate the relationships between the concepts, which accordingly displayed their changes in status.

The purpose of this study is to investigate the relation between the classification ability quotient and cortisol-hormonal change of middle school students. Thirty-three students, second graders in middle school, performed the classification task that can be an indicator of students` classification ability. And then amount of the secreted hormone was analyzed during task performance. The study results were as follows: First, the classification methods of students mostly utilized visual, qualitative. Their classification patterns for each subject were static, partial, and non-comparative. Second, the amount of stress-hormone was secreted from students during the experiment decreased in overall after the free classification. It seemed that student-centered activity relieved stress. Third, the classification ability quotient turned out to be significantly correlated to the stress hormone, which means that there was a close relationship between classification ability and stress level. It was also considered that stress had a positive effect on the improvement of classification ability. This study provided physiologically more accurate information on the stress increased in the learning process than other conventional studies based on reports or interviews. Finally, researchers could recognize the effect of stress in the cognitive activity and the need to find an appropriate level of stress in learning processes.

Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. has been identified as a significant national reform in K-16 education and curriculum in order to prepare students for the global economy of the 21st century. Korea has been facing very similar challenges to improve science, technology and mathematics education, in particular, the affective aspect of learning science and mathematics. Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has become a crucial issue in Korean education system. The major purpose of this exploratory study is to inform the exemplary framework of STEAM education in the U.S. for Korea and to provide descriptive and analytical accounts on STEAM teaching and learning as an innovative integrated convergence education. This study integrates the outcomes of research papers on STEM education and recent literature. It employs content analysis methodology qualitatively by analyzing and synthesizing the findings, conclusions, discussions, and recommendations of accumulated research works related to STEM/STEAM education. This study will help gain a stronger sense of the STEAM framework and will guide to develop the educational programs for Korea.